<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-596x</journal-id>
<journal-title><![CDATA[Educação e Filosofia]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Filos.]]></abbrev-journal-title>
<issn>1982-596x</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-596x2014000300245</article-id>
<article-id pub-id-type="doi">10.6801/201412esp015</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O direito de aprender e a produção da qualidade na escola pública a partir da avaliação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendes]]></surname>
<given-names><![CDATA[Olenir Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Uberlândia Faculdade de Educação Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[Uberlândia Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2014</year>
</pub-date>
<volume>28</volume>
<numero>1es</numero>
<fpage>245</fpage>
<lpage>262</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-596x2014000300245&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-596x2014000300245&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-596x2014000300245&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A implementa&#231;&#227;o de pol&#237;ticas centradas na avalia&#231;&#227;o tem representado significativas mudan&#231;as na rotina das escolas p&#250;blicas. Alcan&#231;ar &#237;ndices que as coloquem em patamares que atendam &#224;s exig&#234;ncias de "qualidade" postas pelo Sistema Educacional atual tem ocupado lugar central. Pretendemos aqui discutir as condi&#231;&#245;es concretas que essas escolas p&#250;blicas disp&#245;em de qualidade. Nos &#250;ltimos anos "qualidade" tem sido uma das principais metas governamentais, seja em esfera federal, estadual ou municipal, reduzidas em a&#231;&#245;es de regula&#231;&#227;o e controle para a "melhoria da qualidade". &#201;, pois, nesse contexto que pretendemos discutir como as pol&#237;ticas de avalia&#231;&#227;o t&#234;m provocado transforma&#231;&#245;es no cotidiano das escolas p&#250;blicas em prol da melhoria da qualidade e como essas transforma&#231;&#245;es, nem sempre percept&#237;veis, tem propiciado um distanciamento da qualidade defendida historicamente pelos movimentos sociais e sindicais na luta pela escola p&#250;blica, gratuita e de qualidade como condi&#231;&#227;o para a garantia do direito de aprender.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The implementation of evaluation of evaluation focused policies has issued significant changes in public schools routine. Their main goal has been to achieve indexes which can place them at levels that meet the quality requirements posed by the current Education System. This paper aims to discuss the concrete conditions in our public schools in order to produce quality indeed. In the last years, quality has been one of the main Government targets whether federal, state or municipal level. They have reduced their actions to regulate and to control quality improvement. In this context, we intend to discuss how assessment policies have caused changes in the daily public schools in order to improve the quality, as well how these transformations, not always noticeable, have provided a distance to the historically quality advocated by social movements and trade unions which fight for public, free and qualitative school as a condition for guaranteeing the right to learn.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escola Pública]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Qualidade Social]]></kwd>
<kwd lng="en"><![CDATA[Public School]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Social Quality]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</back>
</article>
